Students will understand that the structure of organisms depends on functioning beginning at the cellular level.
Students will know the levels of cell organization in increasing complexity.
Students will be able to make meaning of the hierarchy structure of organisms.
Maine Learning Results Alignment
Maine Learning Results: Science and Technology - E. The Living Environment.
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
Assessment
Formative (Assessment for Learning) Students will be using a ladder style graphic organizer to outline the different levels of complexity. Also, students will be required to complete two blog entries to the class website. Each student will submit two entries, but will read and comment on two of their classmates’ entries as well. Students will have the opportunity to make revision to their blog entries before they are given a final scoring.
Summative (Assessment of Learning) Each student will be creating their own pod cast which describes the levels of cellular organization in order starting with the level of complexity. This project will allow students to go through a series of revisions to create and improved product. There will be a quiz given over the levels of cellular organization in order to gauge student understanding.
Integration
Technology Type II: Students will be creating pod casts as a part of displaying their understanding. English: Students will need to use correct punctuation, spelling, and grammar in their blog entries. Social Science: As I begin to discuss hierarchy of organisms, I will make connections with the students experiences when they studied the hierarchy of government systems.
Groupings
Students will be given class time to share their pod cast to at least two classmates for feedback. They may select partners randomly, and if there are an odd number of students I will have them play their pod cast to me for review.
Differentiated Instruction
Strategies * Visual: Students will use a ladder style graphic organizer to arrange new concepts and ideas.
Kinesthetic: An activity using students to represent the different levels of organization will help keep students involved and motivated during class. Naturalist: Comparing cellular organization to other real life orders such as the food chain and the water system will help students understand how each level of organization requires the functions from the one before. Interpersonal: Students will be able to share their podcasts for feedback, and they are required to comment on two other student blog postings. Intrapersonal: As students write their blog entries they will have a chance to reflect on new ideas and information presented to them during class. Verbal: Students will be creating podcasts which will require the effective use of their speaking abilities.
Modifications/Accommodations
*
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity
Absent students: All students who either; have a written excuse, or discussed their absence with me prior to class will be given the opportunity to make-up the missed class work. Any student absence that is not excused will be a deduction in class participation, but the student is expected and will be required to know the material they missed.
Extensions
Students will be creating a pod casts, a type two technology. They will also be actively participating in a class blog, which requires them to make comments on their classmates blogs to make it a type two technology usage.
Materials, Resources and Technology
Day 1: Laptops with internet access Textbook Quiz Content Notes/Handouts Rubric for Pod casts Ladder Style organizer Pens/Pencil Pod cast example (located on my i-tunes) List of resources; one for information about Pod casts, one list for information about levels of complexity. Day 2: Laptops with internet access Textbook Pens/Pencil Day 3: Pod casts for presentation Pod cast rubric Computer with internet access
Source for Lesson Plan and Research
Resource for my pod cast example: I will use an example of a pod cast to introduce and hook students to my lesson. http://www.apple.com/itunes/store/podcasts.html Resource for creating pod casts: Students will be required to complete pod cast as one of their assessments. http://www.apple.com/ilife/garageband/ Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects. http://rubistar.4teachers.org/index.php Resource for graphic organizer: A ladder style chart will used to help students organize the new material from the lesson. http://www.eduplace.com/graphicorganizer/ Resource for blog accounts: All students will have a blog account using “Blogger.” This will be used as an interactive learning tool throughout the class. www.blogger.com/start
Day 2: Resource for creating pod casts: Students will be required to complete pod cast as one of their assessments. http://www.apple.com/ilife/garageband/ Resource for graphic organizer: A ladder style chart will used to help students organize the new material from the lesson. http://www.eduplace.com/graphicorganizer/ Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects. http://rubistar.4teachers.org/index.php Day 3: Resource for creating pod casts: Students will be required to complete pod cast as one of their assessments. http://www.apple.com/ilife/garageband/ Resources for Creating Student wikis: Students will upload their finished product on the class wiki site. This is a convenient way for students to save their projects in multiple locations. http://www.wikispaces.com/ Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects. http://rubistar.4teachers.org/index.php
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: During this lesson, students will have the opportunity to display their understanding through digital media; a pod cast. Students will be required to share their product for feedback before they submit their creation for final grading.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:This lesson will build upon the past three lessons of this unit. Students will take the knowledge they have gained about organelle and cell function in order to prove their understanding of the hierarchy structure cells to form systems.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Students will be exposed to seven of the eight multiple intelligences throughout this lesson. Each student will display an understanding that cellular functioning allows for the formation and function of multicellular organisms.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson will provide students with numerous chances to prove their understanding. Students will organize their thoughts with the help of a ladder style graphic organizer, and will be able to show their understanding through blog writing, a pod cast creation, and a quiz to end the lesson.
Teaching and Learning Sequence:
The classroom will be arranged with desks in groups of four, students may sit where they would like. Agenda: Day 1: Take attendance Review ideas from previous lesson Introduce pod casting (hook) Lecture and provide content information Discuss blog assignment Quiz Assignment/topic for next class After attendance has been taking, I will review the key ideas from the last lesson. This is a time for students to ask any clarifying questions they may have before we move forward to today’s lesson. I will play a couple different examples of pod casts to grab the attention of the students, both educational and entertaining. I will provide the class with resources for creating, using, and exactly what pod casting is. (See below). At this time I will also introduce the use of garage band, a program for Macintosh computers that is able to record vocals. I will inform students that this will be the project they complete to show their knowledge of cellular complexity. To give students clear requirements and expectations I will provide them with a rubric. This rubric will have a list of requirements for the project, and will outline the grading format. Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals. (25mins) Rethink, Equip, Hook, Evaluate, What, Where, Tailor: Kinesthetic, Verbal, Once students have had a chance to view some of the tutorials and information about the programs they will be using to create a pod cast, I will pass out the content notes for new material. I will provide the students with handouts that have diagrams detailing the levels of complexity. (See below) To go over the content I will lecture about the assigned reading, and then we will go through the notes and visuals as a class. Students will receive a latter graphic organizer to help map out the levels of cellular organization. (See attached). Each student will complete his/her own, but this will be done in a collaborative effort as a class. In order to connect to students I will talk about how we as humans are made up of systems, which at the beginning level are made up of cells. This should connect the new ideas with previous lessons, and give students a real life example. As I discuss how their bodies rely on system function, I will talk about hierarchy systems they have studied in prior Social Science classes to help connect the lesson with students. To end the lecture I will have the class stand up and create five groups; a group of one, a group of two, a group of five, a group of nine, and a group of 14. As the number of people in a group increases it is representing the larger level of organization. This will give students a chance to get up and move around a little during class before they take the quiz. (30mins) Equip, Why, Explore, Tailor: Visual, Verbal, Interpersonal, Kinesthetic The students will now take a quiz to display their understanding of cellular complexity. (See below). I will ask students to remove everything from their desks. Once all students are quiet and ready, I will pass out the quiz. Have students quickly scan the quiz to check for any questions before they get started, and I will announce that if there is any confusion during the quiz to come raise their hands and I will come to them to help out. (10mins) Evaluate, Tailor: Intrapersonal, Visual. Once all students have finished their quizzes, I will pass out a rubric for the blog assignment for this lesson. (See below). I will then go over the rubric with students to make sure there is no confusion of the requirements. Students have had prior experience blogging in this class; therefore, the introduction to this assignment will be brief. A list of resources will be given to the students to use for research for their blog entries. (See below). All blog entries must contain at least two links to information about their entry. Students will also be required to comment on two of their classmates’ blog entries. Once students have received comments from classmates, I will provide comments, and they will then have the opportunity to make improvements to their entries for improved scoring. To end the period of will ask if there are any clarifying questions about the pod cast assignment. I will also let students know they will have the next class as a work period, and time to share their products with others for feedback. (15mins) Equip, Evaluate, Where, Experience, Rethink, Revise, Refine, Tailor: Kinesthetic, Linguistic, Verbal, Interpersonal Day 2: The classroom will be arranged with desks in groups of four, students may sit where they would like. Agenda: Take attendance Give time for any questions Work time Once students have taken their seats I will take attendance. I will ask students how their project is coming, and give them a chance to ask any questions they may have. Students will have the rest of the period to work on their pod casts. All students will be required to show their product to two other classmates for feedback. I will issue passes to the library and computer center as needed for students to complete their projects. To close out the period I will remind students to check over the rubric as they revise their pod casts because they will be presenting next class. (80mins) Where, Rethink, Revise, Experience, Tailor: Interpersonal, Kinesthetic, Verbal, Day 3: The classroom will be arranged with desks in groups of four, students may sit where they would like. Agenda: Assign presentation order Attendance Presentations As students enter the classroom I will assign them each a number. This number will be the order which students present their pod casts to the class. If I have any left over numbers I will mark those students absent in on the attendance. Students will now present their pod casts to the class. I will remind students to be respectful to the person who is presenting. When all students have presented, I will assign reading for next class and ask students to think about the different times they have become ill during their lives. This will get the students connected for the lesson next class. (80mins) Organize, Where, Equip, Tailor: Verbal, Interpersonal
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Lincoln Robinson Lesson # 4: Hierarchy Structure
Grade Level: 9-Diploma Topic: Intracellular Organization
Objectives:
Maine Learning Results Alignment
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
Assessment
Students will be using a ladder style graphic organizer to outline the different levels of complexity. Also, students will be required to complete two blog entries to the class website. Each student will submit two entries, but will read and comment on two of their classmates’ entries as well. Students will have the opportunity to make revision to their blog entries before they are given a final scoring.
Each student will be creating their own pod cast which describes the levels of cellular organization in order starting with the level of complexity. This project will allow students to go through a series of revisions to create and improved product. There will be a quiz given over the levels of cellular organization in order to gauge student understanding.
Integration
English: Students will need to use correct punctuation, spelling, and grammar in their blog entries.
Social Science: As I begin to discuss hierarchy of organisms, I will make connections with the students experiences when they studied the hierarchy of government systems.
Groupings
Differentiated Instruction
* Visual: Students will use a ladder style graphic organizer to arrange new concepts and ideas.
Kinesthetic: An activity using students to represent the different levels of organization will help keep students involved and motivated during class.
Naturalist: Comparing cellular organization to other real life orders such as the food chain and the water system will help students understand how each level of organization requires the functions from the one before.
Interpersonal: Students will be able to share their podcasts for feedback, and they are required to comment on two other student blog postings.
Intrapersonal: As students write their blog entries they will have a chance to reflect on new ideas and information presented to them during class.
Verbal: Students will be creating podcasts which will require the effective use of their speaking abilities.
*
Students will be creating a pod casts, a type two technology. They will also be actively participating in a class blog, which requires them to make comments on their classmates blogs to make it a type two technology usage.Materials, Resources and Technology
Laptops with internet access
Textbook
Quiz
Content Notes/Handouts
Rubric for Pod casts
Ladder Style organizer
Pens/Pencil
Pod cast example (located on my i-tunes)
List of resources; one for information about Pod casts, one list for information about levels of complexity.
Day 2:
Laptops with internet access
Textbook
Pens/Pencil
Day 3:
Pod casts for presentation
Pod cast rubric
Computer with internet access
Source for Lesson Plan and Research
http://www.apple.com/itunes/store/podcasts.html
Resource for creating pod casts: Students will be required to complete pod cast as one of their assessments.
http://www.apple.com/ilife/garageband/
Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects.
http://rubistar.4teachers.org/index.php
Resource for graphic organizer: A ladder style chart will used to help students organize the new material from the lesson.
http://www.eduplace.com/graphicorganizer/
Resource for blog accounts: All students will have a blog account using “Blogger.” This will be used as an interactive learning tool throughout the class.
www.blogger.com/start
Day 2:
Resource for creating pod casts: Students will be required to complete pod cast as one of their assessments.
http://www.apple.com/ilife/garageband/
Resource for graphic organizer: A ladder style chart will used to help students organize the new material from the lesson.
http://www.eduplace.com/graphicorganizer/
Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects.
http://rubistar.4teachers.org/index.php
Day 3:
Resource for creating pod casts: Students will be required to complete pod cast as one of their assessments.
http://www.apple.com/ilife/garageband/
Resources for Creating Student wikis: Students will upload their finished product on the class wiki site. This is a convenient way for students to save their projects in multiple locations.
http://www.wikispaces.com/
Resource for rubric: Students will be provided a rubric that has clear expectations and requirements for their pod cast projects.
http://rubistar.4teachers.org/index.php
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
During this lesson, students will have the opportunity to display their understanding through digital media; a pod cast. Students will be required to share their product for feedback before they submit their creation for final grading.
Rationale: This lesson will build upon the past three lessons of this unit. Students will take the knowledge they have gained about organelle and cell function in order to prove their understanding of the hierarchy structure cells to form systems.
Rationale:
Students will be exposed to seven of the eight multiple intelligences throughout this lesson. Each student will display an understanding that cellular functioning allows for the formation and function of multicellular organisms.
Rationale:
This lesson will provide students with numerous chances to prove their understanding. Students will organize their thoughts with the help of a ladder style graphic organizer, and will be able to show their understanding through blog writing, a pod cast creation, and a quiz to end the lesson.
Teaching and Learning Sequence:
Agenda:
Day 1:
Take attendance
Review ideas from previous lesson
Introduce pod casting (hook)
Lecture and provide content information
Discuss blog assignment
Quiz
Assignment/topic for next class
After attendance has been taking, I will review the key ideas from the last lesson. This is a time for students to ask any clarifying questions they may have before we move forward to today’s lesson. I will play a couple different examples of pod casts to grab the attention of the students, both educational and entertaining. I will provide the class with resources for creating, using, and exactly what pod casting is. (See below). At this time I will also introduce the use of garage band, a program for Macintosh computers that is able to record vocals. I will inform students that this will be the project they complete to show their knowledge of cellular complexity. To give students clear requirements and expectations I will provide them with a rubric. This rubric will have a list of requirements for the project, and will outline the grading format. Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals. (25mins)
Rethink, Equip, Hook, Evaluate, What, Where, Tailor: Kinesthetic, Verbal,
Once students have had a chance to view some of the tutorials and information about the programs they will be using to create a pod cast, I will pass out the content notes for new material. I will provide the students with handouts that have diagrams detailing the levels of complexity. (See below) To go over the content I will lecture about the assigned reading, and then we will go through the notes and visuals as a class. Students will receive a latter graphic organizer to help map out the levels of cellular organization. (See attached). Each student will complete his/her own, but this will be done in a collaborative effort as a class. In order to connect to students I will talk about how we as humans are made up of systems, which at the beginning level are made up of cells. This should connect the new ideas with previous lessons, and give students a real life example. As I discuss how their bodies rely on system function, I will talk about hierarchy systems they have studied in prior Social Science classes to help connect the lesson with students. To end the lecture I will have the class stand up and create five groups; a group of one, a group of two, a group of five, a group of nine, and a group of 14. As the number of people in a group increases it is representing the larger level of organization. This will give students a chance to get up and move around a little during class before they take the quiz. (30mins)
Equip, Why, Explore, Tailor: Visual, Verbal, Interpersonal, Kinesthetic
The students will now take a quiz to display their understanding of cellular complexity. (See below). I will ask students to remove everything from their desks. Once all students are quiet and ready, I will pass out the quiz. Have students quickly scan the quiz to check for any questions before they get started, and I will announce that if there is any confusion during the quiz to come raise their hands and I will come to them to help out. (10mins)
Evaluate, Tailor: Intrapersonal, Visual.
Once all students have finished their quizzes, I will pass out a rubric for the blog assignment for this lesson. (See below). I will then go over the rubric with students to make sure there is no confusion of the requirements. Students have had prior experience blogging in this class; therefore, the introduction to this assignment will be brief. A list of resources will be given to the students to use for research for their blog entries. (See below). All blog entries must contain at least two links to information about their entry. Students will also be required to comment on two of their classmates’ blog entries. Once students have received comments from classmates, I will provide comments, and they will then have the opportunity to make improvements to their entries for improved scoring. To end the period of will ask if there are any clarifying questions about the pod cast assignment. I will also let students know they will have the next class as a work period, and time to share their products with others for feedback. (15mins)
Equip, Evaluate, Where, Experience, Rethink, Revise, Refine, Tailor: Kinesthetic, Linguistic, Verbal, Interpersonal
Day 2:
The classroom will be arranged with desks in groups of four, students may sit where they would like.
Agenda:
Take attendance
Give time for any questions
Work time
Once students have taken their seats I will take attendance. I will ask students how their project is coming, and give them a chance to ask any questions they may have. Students will have the rest of the period to work on their pod casts. All students will be required to show their product to two other classmates for feedback. I will issue passes to the library and computer center as needed for students to complete their projects. To close out the period I will remind students to check over the rubric as they revise their pod casts because they will be presenting next class. (80mins)
Where, Rethink, Revise, Experience, Tailor: Interpersonal, Kinesthetic, Verbal,
Day 3:
The classroom will be arranged with desks in groups of four, students may sit where they would like.
Agenda:
Assign presentation order
Attendance
Presentations
As students enter the classroom I will assign them each a number. This number will be the order which students present their pod casts to the class. If I have any left over numbers I will mark those students absent in on the attendance. Students will now present their pod casts to the class. I will remind students to be respectful to the person who is presenting. When all students have presented, I will assign reading for next class and ask students to think about the different times they have become ill during their lives. This will get the students connected for the lesson next class. (80mins)
Organize, Where, Equip, Tailor: Verbal, Interpersonal